MathematicsK--6 Sample Units of Work
|
|
- Letitia Phillips
- 5 years ago
- Views:
Transcription
1 MathematicsK--6 Sample Units of Work
2 Acknowledgement The Board of Studies NSW acknowledges and appreciates the generous assistance of the large number of people who have contributed to the development of this support document. These include the writers of units and staff and students of the schools who participated in the trialling of the syllabus and units of work and collected samples of students work. Special thanks to the principals, teachers, students, parents and caregivers from the following schools who provided the worksamples included in this document in the form of written work, photographs, diagrams, evaluations, audio tape and video footage. Abbotsleigh Junior School, Wahroonga Auburn West Public School Barnier Public School Blakehurst Public School Broken Hill Public School Caringbah Public School Carlton Public School Clemton Park Public School Clovelly Public School Crawford Public School Eastlakes Public School Fairfield Public School Jindabyne Public School John Purchase Public School King St Public School, Singleton Kinross, Orange Kyeemagh Infants School Lane Cove West Public School Lindfield Public School Lithgow Public School Lucas Heights Community School Newington Preparatory School, Wyvern House, Stanmore Numeralla Public School Peakhurst West Public School Pennant Hills Public School Penshurst West Public School Plumpton Public School Redfern Public School Roseville College Sacred Heart Primary School, Mona Vale St Catherine s School, Waverley St Cecilia s Primary School, Balgowlah St Edward s Primary School, South Tamworth St Joseph s Primary School, Kempsey St Kevin s Primary School, Dee Why St Philomena s School, Moree St Madeline s Primary School, Round Corner St John the Baptist School, Harbord St Rose School, Collaroy Plateau St Paul s Grammar School, Penrith Yarrowitch Public School Walhallow Public School The Board of Studies NSW also acknowledges the Department of Education NSW for allowing the use of their Count Me In Too (CMIT), Count Me Into Measurement (CMIM) and Count Me Into Space (CMIS) materials Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. Teachers in schools in NSW may make multiple copies, where appropriate, of sections of the HSC papers for classroom use under the provisions of the school s Copyright Agency Limited (CAL) licence. When you access the Material you agree: to use the Material for information purposes only to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW to acknowledge that the Material is provided by the Board of Studies NSW not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee to include this copyright notice in any copy made not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. The Material may contain third party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. The Board of Studies has made all reasonable attempts to locate owners of third party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (02) , fax (02) Published by Board of Studies NSW GPO Box 5300 Sydney NSW 2001 Australia Tel: (02) Fax: (02) Internet: March 2003 ISBN
3 Contents 1 Introduction 4 2 Advice on programming Establishing a scope and sequence Assessment for learning Planning units of work for effective learning and assessment Using the sample units of work Designing effective learning and assessment Effective feedback to students Recording evidence for assessment 10 3 Early Stage 1 Sample Units of Work Whole Numbers Addition and Subtraction Multiplication and Division Patterns and Algebra Area Volume and Capacity Mass Two-dimensional and Three-dimensional Space 36 4 Stage 1 Sample Units of Work Addition and Subtraction Multiplication and Division Fractions and Decimals Chance Patterns and Algebra Length Area Volume and Capacity Two-dimensional Space Position 80 5 Stage 2 Sample Units of Work Whole Numbers Addition and Subtraction Multiplication and Division Unit Multiplication and Division Unit Fractions and Decimals Chance Length Area Time Position Stage 3 Sample Units of Work Multiplication and Division Fractions and Decimals Chance Data Length Time Three-dimensional Space Two-dimensional Space Shapes Two-dimensional Space Angles Position 154
4 1 Introduction This support document has been developed to assist teachers to use and understand key aspects of the Mathematics K 6 Syllabus. It contains a range of sample units of work that can be incorporated into teaching and learning programs. It shows how these programs should be underpinned by the principles of assessment for learning (Mathematics K 6 Syllabus p 138) that aim to support students in their learning. Sample units of work have been prepared for each Stage from Early Stage 1 to Stage 3. They do not address all syllabus outcomes. They will assist teachers in initial planning for implementation of the new syllabus and provide a model for planning other units of work. The units include relevant outcomes, content and a variety of teaching and learning experiences. Assessment activities have been designed for and integrated into each unit. These sample units may be modified or amended to suit the needs, interests and abilities of students. 4
5 2 Advice on programming 2.1 Establishing a scope and sequence The Mathematics K 6 Syllabus requires all Strands and Substrands to be taught in each year of primary schooling. Developing a scope and sequence will involve identifying the outcomes to be addressed, the strategies for gathering evidence of student learning, the content and learning experiences, and when and for how long the content will be studied. Essentially it involves mapping the syllabus outcomes and suggested Key Ideas for each Year and is probably best undertaken by teachers working together in Stage and Year groups. They will need to discuss and resolve issues relating to duplication, revision and progression. It should reflect, at a glance, how the requirements of the school plan are to be covered for that Year and Stage group. The K 10 Mathematics Scope and Continuum (pp 27-37) could be used to assist with developing the scope and sequence as it provides a summary of the key concepts that should be developed from Early Stage 1 to Stage 5. In addition, Working Mathematically outcomes need to be explicit in the content taught and therefore should be built into units across the scope and sequence. The standards described in the syllabus were developed on the understanding that students are engaged in mathematical learning for a minimum of four and a half hours per week. These indicative hours will provide the basis for programming decisions. In any particular Stage, some students may achieve the standard sooner than the majority of their cohort, while others may require additional time. 2.2 Assessment for learning The syllabus promotes the concept of assessment for learning as integral to teaching and learning in a standardsreferenced framework and is an essential component of good teaching. Assessment for learning involves teachers planning how and when they will gather evidence of learning at the same time that they plan the work that students will do. It recognises the importance of assessment and promotes the active involvement of students in their own learning. Assessment for learning: is an essential and integrated part of teaching and learning reflects a belief that all students can improve involves setting learning goals with students helps students know and recognise the standards they are aiming for involves students in self-assessment and peer assessment provides feedback that helps students understand the next steps in learning involves teachers, students and parents reflecting on assessment data when planning the next steps in learning. Parents may also gauge their children s confidence and competence with mathematics through discussions and observing their children doing mathematical tasks. The following diagram summarises a model for developing integrated assessment activities. It emphasises that outcomes are central to the decisions teachers make about the learning to be undertaken and the evidence of learning that needs to be collected. This evidence enables teachers to provide students with feedback on their learning and to determine how well students are achieving in relation to these outcomes. Evidence of learning will assist teachers and students to decide whether they are ready for the next phase of learning or whether further learning experiences are needed to consolidate students knowledge, skills and understanding. 1. What evidence of learning is required? 2. How will this evidence be gathered? 5. Is there sufficient evidence that students have made progress as a result of these experiences? OUTCOMES 4. How will feedback be provided? 3. What content, learning experiences and instruction will allow students to demonstrate these outcomes? 5
6 2.3 Planning units of work for effective learning and assessment The syllabus acknowledges that students learn in different ways and at different rates. Teachers therefore may need to incorporate a range of activities to accommodate the different ways students learn and to cater for the range of levels of students current knowledge, skills and understanding in mathematics. In Year 3, for example, while there may be a majority of students working within Stage 2 content, other students may be working within Stage 1, or perhaps within Early Stage 1 or Stage 3. The syllabus reflects the hierarchical nature of most learning in mathematics. New learning builds upon prior learning in the same, or a related, substrand from the syllabus. In this way, it is possible that students may have met content related to the unit of work previously. If the targeted outcomes have been partially achieved, the unit should focus on consolidating and extending the student s knowledge, skills and understanding. Teachers can program for related topics from different Stages to be taught sequentially or concurrently in a particular Year. For a small school or multi-grade class, the teacher may decide to teach a unit on Two-dimensional Space using Polygons as the focus. The teacher may set up teaching/learning situations where each Stage would use shapes applicable to the content in their Stage. For example: Early Stage 1 students would look at squares, rectangles and triangles Stage 1 students would also look at hexagons, rhombuses and trapeziums Stage 2 students would also look at pentagons, octagons and parallelograms Stage 3 students would also look at isosceles, equilateral and scalene triangles. The activities could include open-ended tasks such as students organising a presentation about their polygons, Barrier Games, constructing a picture using the shapes, and the use of computer drawing programs to draw their shapes and make pictures, patterns or tessellations. Substrands from different strands may be integrated, for example, Chance and Data. Appropriate learning experiences could be: Stage 1 students might pose the question What rubbish will we find in the playground after lunch? Students make predictions, and then visit the playground to collect data. The data can then be organised into a data display. Stage 2 students might conduct simple experiments with random generators such as coins, dice or spinners to inform discussion about the likelihood of outcomes. For example, students roll a die fifty times, keep a tally and graph the results. Stage 3 students might use samples to make predictions about a larger population from which the sample comes eg predicting the proportion of cubes of each colour in a bag after taking out a sample of the cubes. Students could graph predictions and the results of the draw and compare. The Patterns and Algebra and Number strands could be programmed together to enable students to make important links between number patterns and relationships and the four operations. 6
7 2.4 Using the sample units of work The sample units of work contained in Sections 3 to 6 (pp ) have been developed to demonstrate ways in which teachers can build a teaching/learning program containing units of work to ensure coverage of the syllabus. The sample units illustrate how to: be explicit about the outcomes and content to be addressed be explicit about the evidence required to demonstrate student learning adapt teaching and learning programs to students demonstrated needs modify future teaching and learning programs in the light of students demonstrated needs. Each unit includes the specific content outcome(s) that provide the main focus of the unit as well as the Key Ideas, knowledge and skills statements, and Working Mathematically statements from the syllabus. The page reference to the relevant content page in the syllabus is also provided. WM Working Mathematically The Working Mathematically outcomes are listed so that teachers consider the development and assessment of these outcomes as well as the content outcomes. Learning Experiences and Assessment Opportunities that provide opportunities for students to develop and demonstrate one or more of the five Working Mathematically processes (Questioning, Applying Strategies, Communicating, Reasoning, Reflecting) have been labelled with WM. The units of work contain examples of the types of activities teachers might employ to cover the content in the Mathematics K 6 Syllabus. The units of work are not mandatory. It is expected that teachers and schools will adapt the units according to the needs of their students, the availability of or preference for particular resources and the nature of school policies and priorities. This might mean that teachers and schools: implement all of the units as outlined plus additional school-designed units to cover all syllabus requirements implement some of the units and develop school-designed units to complement them use the Outcomes and Content sections of the Mathematics K 6 Syllabus as the basis for planning, making use of their own units. 7
8 Features of the Sample Units of Work The following sample page has been constructed to highlight the features included in the units of work. Learning Experiences and Assessment Opportunities Graphics clarify an aspect of the activity Timetables Students access timetables on the Internet or the teacher provides students with a variety of timetables eg bus, plane, train, ferry, theme parks, movies. Students describe any visible patterns eg Buses leave every 15 minutes on weekday mornings. Students calculate the duration of different journeys or events using start and finish times. They develop an itinerary for a given time-frame eg 4 hours. Students plan their ultimate 24-hour itinerary. Students record their itinerary in 12-hour time using am and pm notation, and 24-hour time. Students discuss which timetables use 24-hour time and why it is important. Stopwatches Students read digital stopwatch displays showing time from left to right in minutes, seconds and hundredths of a second. Students use stopwatches to time various events and order them according to the time taken. Students discuss cases where accurate timing is important eg athletics, swimming, television advertisements. Extension: Students research the world records of different sports. They then record and order them. Matching Times In pairs, students are given two blank cards. They record the time in am or pm notation on one card and 24-hour time on the other. The teacher collects the cards, shuffles them and redistributes the cards to the class. Each student has to find their partner by asking other students questions to identify the matching time. Students can only answer yes or no. Possible questions include: WM do you have an o clock time? is your time ten minutes after 7:15 am? is your time 2130 in 24-hour time? Students then group themselves into am and pm times. Each group then orders their cards. Resources 2:34:26 Resources that could be used in this unit are listed Timing Experiments Students estimate the amount of time selected events will take and then check by timing the events with a stopwatch eg the time for a ball dropped from the top floor of a building to reach the ground the time for a car seen in the distance to reach a chosen point. Students record the times in a table and order the events. Activities with this symbol specifically target one or more of the five Working Mathematically processes A Day In My Life Students list at least eight things they do on a particular day of the week with the time they do each activity. They then record these times on a sheet of clock faces. Students convert the times to 24-hour time. They use the 24-hour times and activities to draw a timeline using an appropriate scale. Possible questions include: WM how could you order the events according to the time taken? Reading a Timeline The teacher displays a timeline related to real life or a literary text. Students write what they can interpret from the timeline. Language Language expected to be used by students in this unit Examples of student s work exemplify and clarify activities Assessment for learning activities are integrated into the teaching/ learning sequence atlases, class timetable, food packaging, copies of clock faces, stopwatches, television programs, blank cards, timetables (bus, plane, train, theme parks, movies) Links Position Length HSIE timetable, timeline, scale, time zones, daylight saving, 24- hour time, am and pm notation, duration of events, converting, arrive, depart, timetable, timeline, decade, century, millennium, latitude, longitude, elapsed time Possible links to other KLAs and Mathematics K 6 substrands 8
9 The learning experiences provide suggestions to support teaching and learning of the substrand. Teachers are encouraged to choose experiences appropriate for their students, and to develop additional learning experiences when necessary. The assessment activities also provide suggestions for teachers to use where appropriate. Each unit will need to be adapted to meet the needs of particular students. The units suggest a preferred hierarchy of learning experiences, but allow for teachers to add to them or extend and revise where necessary. Advice regarding the appropriate use of technology, links to other substrands and strands, suitable resources, and language and literacy considerations are also provided. The resources include suggested references to support the Learning Experiences. Teachers will need to plan how to implement the units of work. The units of work provided will not cover all the content for the Stage. Teachers may need to develop further learning experiences for their students, based on the Key Ideas and content for each outcome in the Scope and Continuum. The activities are organised in a hierarchical sequence of learning allowing for a range of achievement as students work towards the outcome. It is expected that schools and teachers will write further units of work based on the needs of their students. The sample units of work have been developed by: identifying the outcomes that will be highlighted in the unit of work deciding on the subject matter or focus of the unit deciding on the evidence of learning required and how students will demonstrate this in relation to the outcomes, and how this evidence will be gathered and recorded selecting the relevant syllabus content or Key Ideas for the identified outcomes relating to the knowledge, skills and understanding that students will develop ensuring that the Working Mathematically processes are identified when developing new skills and concepts and also when applying existing knowledge planning learning experiences and identifying those that will provide evidence of learning ensuring a range of assessment strategies is used providing opportunities for the teacher to reflect on student progress and plan future learning experiences accordingly. 2.5 Designing effective learning and assessment Effective learning experiences and the type of activity selected should allow evidence of learning to be gathered. Methods of gathering evidence of learning could include teacher observation, questioning, self-assessment and peer assessment as well as more formalised assessment activities. Assessment should be an integral part of the unit of work and support student learning. Teachers should consider whether the assessment: has explicitly stated purposes and addresses the outcomes is integral to the teaching and learning program shows a clear relationship between the outcomes and content being assessed allows students to demonstrate the extent of their knowledge, skills and understanding focuses on what was taught in class and what students were informed would be assessed provides opportunities to gather information about what further teaching and learning is required for students to succeed provides valid and reliable evidence of student learning is fair encourages learners to reflect, question and plan for future learning. 9
10 2.6 Effective feedback to students The aim of feedback is to communicate to students how well their knowledge, skills and understanding are developing in relation to the outcomes. Students are then given opportunities to improve and further develop their knowledge, skills and understanding. Feedback enables students to recognise their strengths and their areas for development, and to plan with their teacher the next steps in their learning. Students should be provided with regular opportunities to reflect on their learning. Teacher feedback about student work in relation to outcomes is essential for students and is integral to the teaching and learning process. Student self-reflection and peer evaluation will also provide valuable feedback to students. Feedback should: focus on the activity and what was expected be constructive Forms of feedback include: provide meaningful information to students about their learning correct misunderstanding identify and reinforce students strengths state clearly how students can improve. discussion with the class, groups or individual students written annotations general comments to the class about those aspects of the activity in which students excelled and those aspects that still need addressing examples of good responses peer and self-evaluation. 2.7 Recording evidence for assessment Recording student performance needs to be manageable. It need not occur after each assessment for learning activity. Teachers should make decisions about when student performance on an assessment activity should be recorded, which aspects to record and in what format. The teacher can use this information to ascertain where students are up to, what to teach next and at what level of detail, and to form a snapshot of student achievement at key points. Record keeping should reflect the reporting processes of the school and may take the form of individual comments or notations for the tasks, marks, grades or visual representations. 10
Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses
Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by
More informationDublin City Schools Mathematics Graded Course of Study GRADE 4
I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported
More informationMathematics process categories
Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts
More informationAlignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program
Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address
More informationSimilar Triangles. Developed by: M. Fahy, J. O Keeffe, J. Cooper
Similar Triangles Developed by: M. Fahy, J. O Keeffe, J. Cooper For the lesson on 1/3/2016 At Chanel College, Coolock Teacher: M. Fahy Lesson plan developed by: M. Fahy, J. O Keeffe, J. Cooper. 1. Title
More informationPaper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes
Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour
More informationMath Grade 3 Assessment Anchors and Eligible Content
Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationEDEXCEL FUNCTIONAL SKILLS PILOT. Maths Level 2. Chapter 7. Working with probability
Working with probability 7 EDEXCEL FUNCTIONAL SKILLS PILOT Maths Level 2 Chapter 7 Working with probability SECTION K 1 Measuring probability 109 2 Experimental probability 111 3 Using tables to find the
More informationMath-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade
Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See
More informationPrimary National Curriculum Alignment for Wales
Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme
More informationSubject Inspection of Mathematics REPORT. Marian College Ballsbridge, Dublin 4 Roll number: 60500J
An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection of Mathematics REPORT Marian College Ballsbridge, Dublin 4 Roll number: 60500J Date of inspection: 10 December 2009
More informationMissouri Mathematics Grade-Level Expectations
A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the
More informationNumeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C
Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom
More informationAnswer Key For The California Mathematics Standards Grade 1
Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers
More informationTOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system
Curriculum Overview Mathematics 1 st term 5º grade - 2010 TOPICS LEARNING OUTCOMES ACTIVITES ASSESSMENT Numbers and the number system Multiplies and divides decimals by 10 or 100. Multiplies and divide
More informationMay To print or download your own copies of this document visit Name Date Eurovision Numeracy Assignment
1. An estimated one hundred and twenty five million people across the world watch the Eurovision Song Contest every year. Write this number in figures. 2. Complete the table below. 2004 2005 2006 2007
More informationAnswers: Year 4 Textbook 3 Pages 4 10
Answers: Year 4 Textbook Pages 4 Page 4 1. 729 2. 8947. 6502 4. 2067 5. 480 6. 7521 > 860 7. 85 > 699 8. 9442< 9852 9. 4725 > 4572. 8244 < 9241 11. 026 < 211 12. A number between 20 and 4800 1. A number
More informationMeasurement. When Smaller Is Better. Activity:
Measurement Activity: TEKS: When Smaller Is Better (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and
More informationMathematics subject curriculum
Mathematics subject curriculum Dette er ei omsetjing av den fastsette læreplanteksten. Læreplanen er fastsett på Nynorsk Established as a Regulation by the Ministry of Education and Research on 24 June
More informationGrade 6: Correlated to AGS Basic Math Skills
Grade 6: Correlated to AGS Basic Math Skills Grade 6: Standard 1 Number Sense Students compare and order positive and negative integers, decimals, fractions, and mixed numbers. They find multiples and
More informationHardhatting in a Geo-World
Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and
More informationEnd-of-Module Assessment Task K 2
Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,
More informationFunctional Skills Mathematics Level 2 assessment
Functional Skills Mathematics Level 2 assessment www.cityandguilds.com September 2015 Version 1.0 Marking scheme ONLINE V2 Level 2 Sample Paper 4 Mark Represent Analyse Interpret Open Fixed S1Q1 3 3 0
More informationTable of Contents. Development of K-12 Louisiana Connectors in Mathematics and ELA
Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics
More informationEDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES. Maths Level 2. Chapter 4. Working with measures
EDEXCEL FUNCTIONAL SKILLS PILOT TEACHER S NOTES Maths Level 2 Chapter 4 Working with measures SECTION G 1 Time 2 Temperature 3 Length 4 Weight 5 Capacity 6 Conversion between metric units 7 Conversion
More informationMathematics Success Grade 7
T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,
More informationThis scope and sequence assumes 160 days for instruction, divided among 15 units.
In previous grades, students learned strategies for multiplication and division, developed understanding of structure of the place value system, and applied understanding of fractions to addition and subtraction
More informationAGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS
AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS 1 CALIFORNIA CONTENT STANDARDS: Chapter 1 ALGEBRA AND WHOLE NUMBERS Algebra and Functions 1.4 Students use algebraic
More informationPage 1 of 11. Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General. Grade(s): None specified
Curriculum Map: Grade 4 Math Course: Math 4 Sub-topic: General Grade(s): None specified Unit: Creating a Community of Mathematical Thinkers Timeline: Week 1 The purpose of the Establishing a Community
More informationBusiness. Pearson BTEC Level 1 Introductory in. Specification
Pearson BTEC Level 1 Introductory in Business Specification Pearson BTEC Level 1 Introductory Certificate in Business Pearson BTEC Level 1 Introductory Diploma in Business Pearson BTEC Level 1 Introductory
More informationExtending Place Value with Whole Numbers to 1,000,000
Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit
More informationEssential Learnings Assessing Guide ESSENTIAL LEARNINGS
Essential Learnings Assessing Guide ESSENTIAL LEARNINGS DEPARTMENT of EDUCATION Essential Learnings Assessing Guide Essential Learnings Assessing Guide Department of Education, Tasmania 2005 Department
More informationMultiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!
Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.
More informationLLD MATH. Student Eligibility: Grades 6-8. Credit Value: Date Approved: 8/24/15
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION LLD MATH Length of Course: Elective/Required: School: Full Year Required Middle Schools Student Eligibility: Grades 6-8 Credit Value:
More informationPre-Algebra A. Syllabus. Course Overview. Course Goals. General Skills. Credit Value
Syllabus Pre-Algebra A Course Overview Pre-Algebra is a course designed to prepare you for future work in algebra. In Pre-Algebra, you will strengthen your knowledge of numbers as you look to transition
More informationPaper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER
259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you
More informationNova Scotia School Advisory Council Handbook
Nova Scotia School Advisory Council Handbook June 2017 Nova Scotia School Advisory Council Handbook Crown copyright, Province of Nova Scotia, 2017 The contents of this publication may be reproduced in
More informationAn application of student learner profiling: comparison of students in different degree programs
An application of student learner profiling: comparison of students in different degree programs Elizabeth May, Charlotte Taylor, Mary Peat, Anne M. Barko and Rosanne Quinnell, School of Biological Sciences,
More informationMore ESL Teaching Ideas
More ESL Teaching Ideas Grades 1-8 Written by Anne Moore and Dana Pilling Illustrated by Tom Riddolls, Alicia Macdonald About the authors: Anne Moore is a certified teacher with a specialist certification
More informationMathematics Scoring Guide for Sample Test 2005
Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................
More informationMontana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011
Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade
More informationPRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS. Inspiring Futures
PRIMARY ASSESSMENT GRIDS FOR STAFFORDSHIRE MATHEMATICS GRIDS Inspiring Futures ASSESSMENT WITHOUT LEVELS The Entrust Mathematics Assessment Without Levels documentation has been developed by a group of
More informationLearning and Teaching
Learning and Teaching Set Induction and Closure: Key Teaching Skills John Dallat March 2013 The best kind of teacher is one who helps you do what you couldn t do yourself, but doesn t do it for you (Child,
More informationBroward County Public Schools G rade 6 FSA Warm-Ups
Day 1 1. A florist has 40 tulips, 32 roses, 60 daises, and 50 petunias. Draw a line from each comparison to match it to the correct ratio. A. tulips to roses B. daises to petunias C. roses to tulips D.
More informationCurriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham
Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table
More informationFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,
More informationSupporting children with gaps in their mathematical understanding
Primary National Strategy Supporting children with gaps in their mathematical understanding Wave 3 mathematics Using the pack Acknowledgements Many people have contributed to this pack. We want to acknowledge
More informationUsing Proportions to Solve Percentage Problems I
RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by
More informationCasual and Temporary Teacher Programs
Guidelines The (TRS) is an initiative of the Casual School Teacher Plan to assist schools which are experiencing difficulty in attracting and engaging suitable relief teachers. Schools may be provided
More informationCambridge NATIONALS. Creative imedia Level 1/2. UNIT R081 - Pre-Production Skills DELIVERY GUIDE
Cambridge NATIONALS Creative imedia Level 1/2 UNIT R081 - Pre-Production Skills VERSION 1 APRIL 2013 INDEX Introduction Page 3 Unit R081 - Pre-Production Skills Page 4 Learning Outcome 1 - Understand the
More informationUnit 3: Lesson 1 Decimals as Equal Divisions
Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square
More informationStudent Experience Strategy
2020 1 Contents Student Experience Strategy Introduction 3 Approach 5 Section 1: Valuing Our Students - our ambitions 6 Section 2: Opportunities - the catalyst for transformational change 9 Section 3:
More informationFunctional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS. September 2017 Version 1.7
Functional Skills Mathematics Subject Specifications and Tutor/Assessor Guide SUBJECT SPECIFICATIONS September 2017 Version 1.7 Qualification at a glance Subject area Functional Skills qualifications in
More informationAurora College Annual Report
Aurora College Annual Report 2015 8912 Introduction The Annual Report for 2015 is provided to the community of Aurora College as an account of the school s operations and achievements throughout the year.
More informationLESSON PLANS: AUSTRALIA Year 6: Patterns and Algebra Patterns 50 MINS 10 MINS. Introduction to Lesson. powered by
Year 6: Patterns and Algebra Patterns 50 MINS Strand: Number and Algebra Substrand: Patterns and Algebra Outcome: Continue and create sequences involving whole numbers, fractions and decimals. Describe
More informationLITERACY ACROSS THE CURRICULUM POLICY
"Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding." QCA Use of Language across the Curriculum "Thomas Estley Community
More informationGrade 5 COMMON CORE STANDARDS
Grade COMMON CORE STANDARDS E L P M A S TEACHER EDITION Published by AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads Toll Free: 8-8-0 Local: 88-1-900 Fax: 88-1-4 1 Kirkham
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More information2003, Prentice-Hall, Inc. Giesecke Technical Drawing, 12e. Figure 4-1 Points and Lines.
Figure 4-1 Points and Lines. Figure 4-2 Angles. Figure 4-3 Triangles. Figure 4-4 Quadrilaterals. Figure 4-5 Regular Polygons. Figure 4-6 The Circle. Figure 4-7 Solids. Figure 4-7.1 Examples of Solids Created
More informationGrade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand
Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student
More informationFourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade
Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a
More informationOffice Hours: Mon & Fri 10:00-12:00. Course Description
1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 4 credits (3 credits lecture, 1 credit lab) Fall 2016 M/W/F 1:00-1:50 O Brian 112 Lecture Dr. Michelle Benson mbenson2@buffalo.edu
More informationEnd-of-Module Assessment Task
Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,
More information1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.
National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to
More information2 nd Grade Math Curriculum Map
.A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a
More informationStacks Teacher notes. Activity description. Suitability. Time. AMP resources. Equipment. Key mathematical language. Key processes
Stacks Teacher notes Activity description (Interactive not shown on this sheet.) Pupils start by exploring the patterns generated by moving counters between two stacks according to a fixed rule, doubling
More informationSpinners at the School Carnival (Unequal Sections)
Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of
More informationCal s Dinner Card Deals
Cal s Dinner Card Deals Overview: In this lesson students compare three linear functions in the context of Dinner Card Deals. Students are required to interpret a graph for each Dinner Card Deal to help
More informationCommon Core Standards Alignment Chart Grade 5
Common Core Standards Alignment Chart Grade 5 Units 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2 5.NBT.3 5.NBT.4 5.NBT.5 5.NBT.6 5.NBT.7 5.NF.1 5.NF.2 5.NF.3 5.NF.4 5.NF.5 5.NF.6 5.NF.7 5.MD.1 5.MD.2 5.MD.3 5.MD.4
More informationMath 96: Intermediate Algebra in Context
: Intermediate Algebra in Context Syllabus Spring Quarter 2016 Daily, 9:20 10:30am Instructor: Lauri Lindberg Office Hours@ tutoring: Tutoring Center (CAS-504) 8 9am & 1 2pm daily STEM (Math) Center (RAI-338)
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationWritten by Wendy Osterman
Pre-Algebra Written by Wendy Osterman Editor: Alaska Hults Illustrator: Corbin Hillam Designer/Production: Moonhee Pak/Cari Helstrom Cover Designer: Barbara Peterson Art Director: Tom Cochrane Project
More informationTabletClass Math Geometry Course Guidebook
TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course
More informationCAUL Principles and Guidelines for Library Services to Onshore Students at Remote Campuses to Support Teaching and Learning
CAUL Principles and Guidelines for Library Services to Onshore Students at Remote Campuses to Support Teaching and Learning Context The following guidelines have been developed as an aid for Australian
More informationBriefing document CII Continuing Professional Development (CPD) scheme.
Briefing document CII Continuing Professional Development (CPD) scheme www.thepfs.org 2 Contents 3 What is Continuing Professional Development > 4 Who needs to complete the CII CPD scheme > 5 What does
More informationStandard 1: Number and Computation
Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student
More informationFirms and Markets Saturdays Summer I 2014
PRELIMINARY DRAFT VERSION. SUBJECT TO CHANGE. Firms and Markets Saturdays Summer I 2014 Professor Thomas Pugel Office: Room 11-53 KMC E-mail: tpugel@stern.nyu.edu Tel: 212-998-0918 Fax: 212-995-4212 This
More informationBittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2012). Prealgebra (6th ed.). Boston, MA: Addison-Wesley.
Course Syllabus Course Description Explores the basic fundamentals of college-level mathematics. (Note: This course is for institutional credit only and will not be used in meeting degree requirements.
More informationSubject Inspection in Technical Graphics and Design and Communication Graphics REPORT
An Roinn Oideachais agus Scileanna Department of Education and Skills Subject Inspection in Technical Graphics and Design and Communication Graphics REPORT Ainm na scoile / School name Seoladh na scoile
More informationCharlton Kings Infants School
Charlton Kings Infants School PE Policy Written by: Laura Jarvis Last reviewed: September 2016 CONTENTS No Title Page 1 Subject Definition 3 2 Statutory and non-statutory requirements 3 3 The school focus
More information(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics
(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the
More informationBackwards Numbers: A Study of Place Value. Catherine Perez
Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS
More informationFunctional Maths Skills Check E3/L x
Functional Maths Skills Check E3/L1 Name: Date started: The Four Rules of Number + - x May 2017. Kindly contributed by Nicola Smith, Gloucestershire College. Search for Nicola on skillsworkshop.org Page
More informationLearning Lesson Study Course
Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in
More informationSPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE
SPATIAL SENSE : TRANSLATING CURRICULUM INNOVATION INTO CLASSROOM PRACTICE Kate Bennie Mathematics Learning and Teaching Initiative (MALATI) Sarie Smit Centre for Education Development, University of Stellenbosch
More informationPRINCE2 Foundation (2009 Edition)
Foundation (2009 Edition) Course Overview PRINCE2 is a world recognised process based project management method that is easily tailored and scaleable for the management of all types of projects within
More informationAllington Primary School Inspection report - amended
Allington Primary School Inspection report - amended Unique Reference Number Local Authority Inspection number Inspection date Reporting inspector 8855 Kent 3269 9 November 2008 Kevin Hodge This inspection
More informationFocus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.
Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies
More informationInformation for Private Candidates
Information for Private Candidates CONTACT 01223 278090 exams@hillsroad.ac.uk Page 1 exams@hillsroad 2015-2016 Academic acyear uk Hills Road Sixth Form College welcomes private candidates Hills Road Sixth
More informationThe Political Engagement Activity Student Guide
The Political Engagement Activity Student Guide Internal Assessment (SL & HL) IB Global Politics UWC Costa Rica CONTENTS INTRODUCTION TO THE POLITICAL ENGAGEMENT ACTIVITY 3 COMPONENT 1: ENGAGEMENT 4 COMPONENT
More informationState University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210
1 State University of New York at Buffalo INTRODUCTION TO STATISTICS PSC 408 Fall 2015 M,W,F 1-1:50 NSC 210 Dr. Michelle Benson mbenson2@buffalo.edu Office: 513 Park Hall Office Hours: Mon & Fri 10:30-12:30
More informationGrades. From Your Friends at The MAILBOX
From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving
More informationFirst Grade Standards
These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
More informationTuesday 13 May 2014 Afternoon
Tuesday 13 May 2014 Afternoon AS GCE PSYCHOLOGY G541/01 Psychological Investigations *3027171541* Candidates answer on the Question Paper. OCR supplied materials: None Other materials required: None Duration:
More informationHelping Your Children Learn in the Middle School Years MATH
Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel
More informationgive every teacher everything they need to teach mathematics
give every teacher everything they need to teach mathematics AUSTRALIA give every teacher everything ORIGO Stepping Stones is an award winning, core mathematics program developed by specialists for Australian
More informationLord Howe Island Central School Annual Report
Lord Howe Island Central School Annual Report 2015 1921 Introduction The Annual Report for 2015 is provided to the community of Lord Howe Island Central School as an account of the school s operations
More informationUnit 2. A whole-school approach to numeracy across the curriculum
Unit 2 A whole-school approach to numeracy across the curriculum 50 Numeracy across the curriculum Unit 2 Crown copyright 2001 Unit 2 A whole-school approach to numeracy across the curriculum Objectives
More information